A Study on the Current Situation and Influencing Factors of College Students’ Use of AI Tools for Entrepreneurial Learning

Abstract

The rapid proliferation of generative artificial intelligence tools has transformed learning practices in higher education, yet their application in entrepreneurship education remains underexplored. This study examined the current situation and influencing factors of college students’ use of AI tools for entrepreneurial learning. Grounded in the Technology Acceptance Model, an extended framework incorporating perceived usefulness, perceived ease of use, technology self-efficacy, university support, and peer influence was developed. Data were collected from 200 undergraduate and graduate students across Chinese universities through an online questionnaire survey. Descriptive statistics, independent samples t-tests, one-way ANOVA, and multiple linear regression were employed for data analysis. The results indicated that 85.0% of respondents had used AI tools for entrepreneurial learning; however, deep engagement involving systematic design and iterative optimization characterized only 21.8% of users. Multiple regression analysis revealed that perceived usefulness (β=.34), technology self-efficacy (β=.23), and university support (β=.19) were the primary drivers of usage behavior, while perceived ease of use exerted a weaker effect (β=.10). Students majoring in business and those with prior entrepreneurial experience demonstrated higher usage levels. These findings extend the Technology Acceptance Model to the entrepreneurial learning context and highlight the importance of institutional support in shaping AI tool adoption. Practical implications include integrating AI tools into entrepreneurship curricula and providing structured training to deepen student engagement.